The Role of Picturebooks in Supporting the Mathematical Knowledge of Preschool Teacher Candidates

Basit Öğe Kaydı
dc.contributor.authorAkdeniz, Dilsad Guven
dc.date.accessioned2024-10-04T18:54:00Z
dc.date.available2024-10-04T18:54:00Z
dc.date.issued2024
dc.departmentBayburt Üniversitesien_US
dc.description.abstractIs children's literature only beneficial to children? Or do the benefits of children's literature also extend to the knowledge and mathematical skills of the teachers who employ it and reflect on it? This study seeks to investigate the role of picturebooks on the mathematical knowledge of preschool teacher candidates. For this purpose, in-depth examinations of how picturebooks can be used in teaching preschool mathematics and children's literature. As well as the changes in the content knowledge of the teacher candidates, were done by conducting focus group interviews with teacher candidates. This is a qualitative case study consisting of focus group discussions in which high-level knowledge sharing and production can be achieved through interaction and associations. In the research, 11 picturebooks were discussed, and 8 teacher candidates participated in 6 focus group interviews lasting a total of 338 min throughout a 7 week period. The study's findings have demonstrated that through children's literature, teacher candidates' misconceptions about measuring length can be revealed and eliminated without the need for another source, with discussions based on consciously and systematically selected picturebooks. Thus, it can be said that picturebooks act as a catalyst for the studies that aim to enhance the mathematical content knowledge of teacher candidates. The study has also observed that picturebooks can comprehensively address the fundamental concepts of length measurement.en_US
dc.description.sponsorshipBayburt University Scientific Research Projects Coordinatorship [2022/69002-01]; Bayburt Universitesien_US
dc.description.sponsorshipThis research was supported by Bayburt University Scientific Research Projects Coordinatorship. Project No: 2022/69002-01. Bayburt Universitesi. This research was presented at the 13th International Congress On New Trends In Education, Turkey, Online.en_US
dc.identifier.doi10.1007/s10643-023-01553-0
dc.identifier.endpage1510en_US
dc.identifier.issn1082-3301
dc.identifier.issn1573-1707
dc.identifier.issue7en_US
dc.identifier.scopus2-s2.0-85167831686en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1503en_US
dc.identifier.urihttps://doi.org/10.1007/s10643-023-01553-0
dc.identifier.urihttp://hdl.handle.net/20.500.12403/3826
dc.identifier.volume52en_US
dc.identifier.wosWOS:001048019800001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEarly Childhood Education Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectChildren's literature and mathematicsen_US
dc.subjectPicturebooksen_US
dc.subjectMathematical content knowledgeen_US
dc.subjectPreschool teacher candidatesen_US
dc.subjectMathematics educationen_US
dc.titleThe Role of Picturebooks in Supporting the Mathematical Knowledge of Preschool Teacher Candidatesen_US
dc.typeArticleen_US

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